Assignment Question

Use steps 1-3 below to help you organize your annotated bibliography. The first example is on page 2 and the second example is on page 3. You will need to download this handout then add your sources and the missing information (evidence, summarize, and assess). Remember, you must have a minimum of 4 credible sources. Step 1● Name the source (title, author, date of publication)● You can refer to this website for specifics on APA Step 2● Evidence: Identify specific evidence, facts, examples, or data that will support your point of view / position. Paraphrase or copy the information onto this annotated bibliography handout. You can use bullet points or number your evidence. Note-You may simply list the applicable information, but remember, it is helpful to paraphrase now so that when you write your essay, you already have the information readily available to be inserted into your essay. Step 3 ● Summarize: What is the point of the source? What are the key points being addressed? What conclusions were drawn, if any were made? If someone asked what this source is about, what would you say?For more help, see our handout on paraphrasing sources. Step 4 ● Assess: After summarizing, assess the source. Is it a useful source? Is the information reliable? Is this source biased or objective? How will this source support your position?For more help, see the video on evaluating resources. Example One 1 See the next pages for the annotated bibliography template. You must use this template. Please use this template for your annotated bibliography assignment. Remember that you must have FOUR credible sources with 1,000 words minimum. Word Count Required: 1,000 My Word Count Is:TBD Topic: The Need to Support Southeast Asian Students in CollegePreliminary Research Question: What do colleges need to do to better support Southeast AsianStudents so that they can succeed in college?Thesis:Source 1 (example):Palmer, R. & Maramba, D. (2014). The impact of cultural validation on the college experiences of Southeast Asian American students. Journal of College Student Development, 55 (6), 45-60.  Evidence:1. There are “more than 50 different ethnic subpopulations within the Asian American Pacific Islander (AAPI) population – national origin, immigration patterns, language, and socioeconomic status” (p. 45).2. Groups associated with good academic performance: Chinese Japanese, Korean3. Groups associated struggling academically: Southeast Asian Americans (SEAA):Cambodian, Hmong, Laotian, and Vietnamese2 Each source should have its own individual responses to: Source, Evidence, Summary, and Assess. 4. SEAA has the highest rates of poverty within the AAPI communities – Japanese 9.7%, Asian Indian 9.8%, Hmong 37.8%, Cambodians 29.3%, Laotians 18.5%, Vietnamese 16.6% (p. 44)5. SEAA students attend college but do finish: Cambodians 47.5%, Hmongs 46.5%, Vietnamese 33.7%6. Other Asian ethnicities – those who attend college but do not finish: Asian Indian 8.2%, Chinese 12.5%7. Social capital is about “network and group membership” (p. 47)8. Caring agents: teachers, mentors, peers – good relationships and open communicationmakes a difference on students’ experiences9. Supportive organizations and student services: offer programs and services that directlysupports SEAA students – these could be summer transition programs, pre-collegeprograms, or Equal Opportunity Programs (EOP)Summary:In the article, “The impact of cultural validation on the college experiences of Southeast Asian American students,” Palmer & Maramba (2014), challenges “the premise of Tinto’s theory, which is that students must separate themselves from past associations and traditions to become integrated into the college’s social and academic realms.” (p. 45). There are many ethnic backgrounds grouped under the AAPI label. Although there are many different ethnic groups, the authors found that Southeast Asian students need more support to do well academically in college. Specifically, Southeast Asian students are likely to transfer out of college for reasons that are not associated with academics, and there is a need for higher educational institutes to develop and sustain courses and programs where their cultural backgrounds are valued within the3 community. Additionally, the authors found that cultural validation is a key role in the success of Southeast Asian experiences in higher education. Five emerging themes were found, which includes cultural knowledge, cultural familiarity, cultural expression, and cultural advocacy. Overall, caring agents and supportive organizations are two factors colleges can implement and utilize to better support Southeast Asian students.Assess:This article is credible as it is a scholarly article researched and written by Palmer & Maramba. The information found in the article supports my position to argue for more resources needed to support specific AAPI student populations. As for biased information, the researchers / authors admitted that they are people of color in which they have a vested interest in this topic. Though they are honest about this, factual data were used to support their position. The evidence found in this source will help me argue why it is important to address and provide specific programs and services targeted for SEAA students in college.4 Source 2: Evidence:Summary:Assess:5 Source 3: This is where you list and format your source in APA format. Evidence:Summary:Assess:6 Source 4: This is where you list and format your source in APA format. Evidence:Summary:Assess:7